Morocco - Fifth Education Project

Document of The World Bank FOR OFFICIAL USE ONILY Report No. 3693a-MOR STAFF APPRAISAL REPCRT KINGDOM OF MOROCCC FIFTH EDUCATION PROJECT April 20, 1982 Education and Manpower Development Division Europe, Middle East and North Africa Region This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  CURRENCY EQUIVALENTS US$1.00 = Dirham (DR) 5.30 DH 1.00 = US$0.19 MEASURES 1 m 2 10.76 square feet 1 km2 0.38 square mile 1 hectare = 2.47 acres FISCAL YEAR January 1 - December 31  FOR OFFICIAL USE ONLY KINGDOM OF MOROCCO FIFTH EDUCATION PROJECT STAFF APPRAISAL REPORT Table of Contents Page No. BASIC DATA GLOSSARY I. THE EDUCATION SECTOR ........................................... 1 Socio-Economic Background ........................................ 1 Sector Background ..........................................1 Educational Issues ........................................., 2 Education Finance ........................................., 4 Educational Policy and Strategy .................................. 5 Bank Strategy and Lending for Education. 5 II. THE PROJECT ............................., 7 Introduction. 7 Objectives and Scope. 7 Forty Primary Schools ........................................... 9 Basic Teaching/Learning Aids .10 Senior Secondary Teacher Training Lnstitutes .10 Technical Assistance (TA) .12 III. PROJECT COSTS, FINANCING, IMPLEMENTATION AND DISBURSEMENTS .13 Project Cost .13 Project Financing .16 Recurrent Costs .16 Implementation .17 Disbursements .20 Accounts and Auditing .20 IV. BENEFITS AND RISKS .21 Benefits. .21 Risks .21 V. AGREEMENTS REACHED AND RECOMENDATION .22 This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization.  Table of Contents (Continued) ANNEXES 1 - Chart, Tables and Schedules Chart 1 - Structure of the Education and Training System, 1979 Tables 1 - Comparative Education Indicators 2 - Unit Capital Cost and Areas Per Student 3 - Contingency Allowances Schedules 1 - Implementation Schedules 2 - Estimated Schedule of Disbursements 2 - Summary of Project Design and Preparation 3 - Mathematics and Science Teachers (Senior Secondary School) Demand and Supply 1981-1995 4 - Related Documents and Data Available in the Project File General Reports and Studies Relating to Education Selected Working Papers MAP: Location of Project Institutions  BASIC DATA Total population (1979) 19.5 million Current rate of population growth (1979) 3.0% per annum Per capita GNP (1979) US$740 Literacy rate (1979) 28% 1/ Primary school enrollment as a percentage of age group 7-11 (1980)1 72% 2/ (37% girls) Junior secondary school enrollment as a percentage of age group 12-15 (1980) 28% 2/ (37% girls) Senior secondary school enrollment ais a percentage of age group 16-18 (198')) 14% (32% girls) Higher education enrollment as a percentage of age group 19-22 (1983) 4.5% (25% girls) Central government expenditures on education as a percentage of total government expenditures (1979) 17.5% Central government expenditures on education as a percentage of GNP (1979) 6.3% l/Includes children who have not been enrolled in schools. 2/Gross enrollment ratios which include overage students.   GLOSSARY ICB: International competitive bidding MOE: Ministry of Education MOF; Ministry of Finance MOP. Ministry of Planning OFPPT: Office of Vocational Training and Employment (Office de la Fornmation Professionnelle et Promotion du Travail) PIU; Project Implementation Unit TA. Technical assistance 4~~~~~~~~~~~~~~~~.  I I I I .  I. THE EDUCATION SECTOR Socio-Economic Background 1.01 Morocco's Five-Year National Development Plan (1981-85) has set a target growth rate for GDP (real terms) of 6.5% based on export-led growth concentrated in the manufacturing, mining anc, energy sectors (food processing, mineral by-products and energy substitution) and expansion of agriculture and fishing to achieve self-sufficiency in food production. The achievement of these objectives is largely contingent on thE nation's capacity and use of high level scientific manpower. The Government's concern, in this respect, is reflected in the priority given to developing teacher training programs for teachers of mathematics and science and on the emphasis being given to science and math at all levels of the education and training system. 1.02 The Plan continues to place high pr:iority on social development, on a more equitable distribution of income and the provision of social services, particularly in rural areas. The sub-sector goals include equitable and efficient growth of the education system, focussed on the manpower and ejmployment requirements of the country. Priority is given to the provision of economically built primary schools, especialLy in disadvantaged areas, and the improvement of the quality of instruction, especially of science and math through the provision of relevant educational learning aids to primary schools and the training of an adequate number of well-trained secondary teachers. Sector Background 1.03 The Ministry of Education (MOE) is responsible for formal education and training which includes primary, general and technical secondary, and post-secondary education (technical training institutes, teacher training institutes and the College of Applied Engineering) as well as the universities (see Chart I - Structure of the Education and Training System). The Ministry of Planning (MOP) oversees the planning and coordination of vocational and technical training outside the formal education system. The Office of Vocational Training and Employment (OFPPT), with administrative and financial autonomy under the umbrella of the MOP, is responsible for all middle and lower level vocational, technical and apprernticeship training in private sector industrial and commercial establishments. 1.04 Considerable progress has been achieved in attaining the Government's quantitative objectives. Between 1973 and :980, primary and secondary enrollments increased 6.4% and 10.6% per year and 3.5 times in the universities. It is estimated that 72% of i:he primary age group (7-11), 28% junior secondary (12-15), 14% senior secondary (16-18), and 4.5% post-secondary were enrolled in schools in L980. The proportion of girls in total enrollments, 37% in primary and junior secondary and 32% in senior secondary, is about average for a country of Morocco's stage of development. Measures have been taken to reorientate education from the more theoretical content and methodology inherited from the aolonial period towards applied  -2- science and technology. A practical "hands on" activities program (third education project) has now been extended to 120 primary schools (para. 1.16), a new subject "Introduction to Technology" (third education project) has been included in the junior secondary curriculum and is being progressively extended to schools at this level, and the planned shift in enrollments from the arts to the math/science option in secondary (55% of senior secondary enrollments) has been achieved. A major breakthrough in technical education and training is anticipated with the completion (1985) of 11 technical secondary schools included in the Bank-assisted fourth education project (providing a total enrollment capacity of 27,500, an increase of 60%) and the achievement of full enrollment capacity (1982) in the four new university faculties of science (an increase from about 4,000 enrollments in 1977 to 15,000 in 1981). 1.05 The implementation of the Government's strategy to achieve its goals has been constrained by a number of factors. The strong demand for education by a rapidly growing population (3% per annum since 1971) has resulted in the educational system expanding more rapidly than the availability of resources (teachers, educational equipment and school buildings). Demographic and cultural factors (a population density estimated at 60-140 persons per km2 in the north and west compared to 15 in the south and east) have made the provision of educational facilities in the less densely populated areas both difficult and expensive, resulting in significant disparities in the distribution of educational opportunities between regions and sexes (the intake of girls is 46% in urban schools compared with 23% in rural areas and less than 20% in the sparsely populated south). The rapid growth of the education system has been accompanied by serious qualitative problems reflected in high repeater, drop-out and failure rates, attributed in large part to entrenched traditional curricula, a lack of educational equipment and materials in primary and secondary schools and a scarcity of well-trained science and math teachers, particularly at the upper secondary level. The Government's educational priorities in the Plan are specifically designed to redress these constraints upon the achievement of its long-term goals (para. 1.13). Educational Issues 1.06 The rapid expansion of the educational system since 1973 has been accompanied by significant qualitative problems. The Government is aware of these problems and has recently established a National Commission for Educational Reform to deal with them. The items of the proposed project would not be affected by these reforms, in any case, because the Government has agreed that they would form an essential part of any education and training strategy. The major current problems in the sector are: 1.07 Efficiency; Low efficiency, indicated by the high repeater, drop-out and failure rates obtaining at all levels of the system, has resulted in high costs and limited the system's capacity to absorb new admissions. In 1980, the Government estimated that 21%, 15% and 23% of the students in primary, junior secondary and senior secondary schools, respectively, leave school before their final year and 79%, 60% and 50% repeat at least two grades before sitting the final exams at each level. This has resulted in a very high cost, expressed in years of instruction per student, of 8.6, 5.3 and 4.2 years, respectively. Within the university system, the average repeater rate is 37% and drop-out rates range from 25-50% by faculty. Only 48% passed the  - 3 - first-year exams in 1979. The major cause is the strong attitude prevailing throughout the system that education is primarily concerned with passing examinations, which renders curricula and the teaching methodologies ineffective and creates an atmosphere which naither facilitates nor encourages learning. This situation is compounded by tha low professional qualification of teachers and inadequacy of basic learning naterials in the schools. The four new faculties of sciences (para. 1.04) waose enrollments are projected at 20,000 by 1985, are expected to play an important role in upgrading the quality of science and math instruction in upper-cycle secondary schools. 1.08 Equity. Marked disparity in educational opportunity by sex and region continues to exist. In the sparsely populated south and east of the country, enrollment ratios are often less than 25% of the primary age group with only 23% of the total representing girls as compared to the national ratios of 72% and 37%. Apart from socio-cultural factors, low female enrollments result from the shortages of school places (available places are given first to boys), an inadequate number of women teachers (lack of proper accommodation) and the siting of rural schools beyond the distance parents are willing to send their daughters. Given the limitations imposed by distance, availability of transport and construction capacity in these areas, provision of educational facilities is difficult and expensive. The past lack of relevance of the primary curriculum to the inamediate needs of rural communities, especially as regards the education of girls, and the shortage of qualified teachers, mainly attributed to inadequate housing, has not been conducive to encouraging enrollments. 1.09 Relevance. Primary education has a strong literary and rote learning bias which persists in the secondary schools and universities. Thus, the two- thirds of primary school leavers who do not enter secondary schools have received an education which has scant relevance to life after school or the need to find productive employment. The situation particularly affects the quality of the output from the secondary schools as reflected by the low efficiency in post-secondary programs. Reorientation of the curriculum and teaching methodologies can have very little effect in schools which lack even the most basic of primary educational aids such as dictionaries, blackboard instruments, and maps. The situation has become more critical with the introduction of a more practical curriculum, arabization of the medium of instruction together with an effort to improve teacher training. In this regard, the proposed curriculum for the senior secondary schools will require more instructional hours for math and science and greater access to improved equipment and laboratories. 1.10 Teacher Training. Improvement of the quality of the teaching service remains the outstanding issue affecting the achievement of the major qualitative objectives of the Plan. The Government has provided the number of teachers required to meet expansion needs (7,500 primary, 4,000 junior secondary and 1,200 senior secondary teachers per year in 1980) by reducing the training period for primary (two years to one year) and junior secondary teachers (three years to two years) and by the recruitment of expatriates for senior secondary schools, especially in sciences and math. The shortage of trained Moroccan senior secondary teachers has seriously affected the quality of the instruction being given in schools, particularly in math and science. With the continued expansion of the system aad the phasing out by 1987 of expatriate secondary teachers, the Government will be hard-pressed to meet the requirements for secondary math/science teachers (Annex 3) needed to (a) maintain the current balance of senior sacondary enrollments in the  - 4 - science-oriented streams; (b) increase the hours of instruction in these subjects; and (c) provide an upgraded program of study in math and science for students in general streams. To ensure a high quality of instruction at this level, an increasing number of university graduates with solid formal training in the sciences must be made available to the teaching force via flexible, high output one-year post-graduate programs. However, the mdtjc- ons-ra.n: is the availability of high level teacher training staff to operate such programs. Creation of a trained cadre of teacher trainers for this level of instruction is still underway and it will be important to avoid dispersion of this key resource by concentrating its impact on a core group of training institutes providing pedagogical training to well qualified science and math graduates (the future 'master" teachers and department heads), upgrading of promising lower secondary teachers and training of general science teachers. Consequently, it is unlikely that the overall requirements can be met during the plan period because of limited resources for teacher training and, to some extent because of insufficient numbers of candidates for training unless a higher efficiency in university programs can be attained (para. 1.07). What can be attained by drawing primarily upon well-qualified science and math graduates, to be trained in a one-year pedagogical program, is a significant increase in the overall percentage of qualified senior math/science teachers, from 19% of the force at this level in 1981 to 84% by 1990. In subsequent plan periods, a major effort will be needed to increase the number of teacher trainers (being initially trained under the proposed project) and to disseminate the training programs to other training institutes. Educationi Finance 1.11 Between 1975 and 1979, the real rate of increase of total expenditures for the formal education system has kept pace with enrollment growth. This resulted in a substantial increase in the overall allocation to education as a percentage of total public expenditures. By 1979, total capital and recurrent public expenditures for education and training had reached a high proportion of GDP, 6.5%, and 17.5% of total public expenditure. A high 25% of total recurrent expenditures was being spent on education and training in 1979, and an examination of the allocation of present recurrent expenditures within the educational system shows the need for economies in personnel costs. 1.12 Government plans for expansion of the school system to 1990 are reasonable. Based on mission estimates of feasible enrollment increases by 1989/90, total annual average public education and training expenditures for the period at constant 1979 prices could be on the order of US$1,639 million, or DH6,330 million per annum. By 1990 this would constitute some 6.4% of GDP, assuming that GDP grows at a reasonable average annual rate of 5.3% in the period 1980-1990. Because this level of expenditures would maintain the current share of education and training expenditures in GDP, provided that GDP continues to grow at a reasonable rate, it is considered to be within the Government's overall resource capability. It could pose an eventual financing problem, however, if the rate of GDP growth were to decline significantly or if the Government's claims on resources for other uses were to increase disproportionately in the future. In any case, future developments which might affect the Government's ability to support the projected level of education and training expenditures are not expected to affect the proposed project items. All the project items are fully provided for in the recently adopted five-year budget law and the Government has specifically affirmed that the Bank project items would not be affected by any possible future budgetary revisions.  - 5- Educational Policy and Strategy 1.13 The Government's educational prioril:ies in the current Plan are consistent with its long-term goals, namely: (a) the expansion of primary education to provide complete enrollment of l:he seven-year age group by 1995; (b) arabization--the continued expansion of Arabic as the language of instruction; (c) moroccanization of the teac't1ing service--this is complete at the primary and junior secondary levels and it is planned to have the senior secondary level fully Moroccan by 1987; and (d) the development of science and math programs at secondary and higher education levels in line with a coherent policy relative to science and technology, helping to meet more effectively the country's needs for skilled manpower. lo address the immediate constraints (para 1.05) affecting the achievement of these goals, the Plan includes the following specific objectives: (a) more equitable provision of primary schools and improvement of the quality of the instruction through the reorientation of the curricula content and methodo'ogy and provision of basic educational aids; (b) raising the standard of science and math teaching at the upper secondary school level by increasing the proportion of highly qualified Moroccan teachers aad by increasing the proportion of time in the curriculum devotei to science and mathematics. The strategy includes development of a highly qualified and experienced team of Moroccan teacher trainers and the creation of flexible, multi-purpose training institutes; and (c) expansion of the country's vocational and technical training capacity to provide training opportunities to school leavers and meet the nation's trained manpower requirements at the middle and lower level. 1.14 The Government's objectives are sound, in particular the focus on the qualitative issues, i.e. on improvement of instruction and the general efficiency of the school system, thereby ensuring that graduates have the level of education required for further technical and professional training. Bank Strategy and Lending for Education 1.15 Bank lending in the education sector (two credits and two loans) has been consistent with the Government's objectives in addressing the major problems of the education system. Bank involvement which began in 1963, has concentrated on: (a) expansion and qualitative improvement of secondary education as a basis for producing urgently needed trained manpower; (b) the expansion and improvement of teacher training; (c) the expansion of manpower training capacity in specific priority sectors, in particular agriculture extension and technical education (technical secondary schools and institutes of higher technology and engineering); and (d) support for more relevant and equitably distributed rural education through the construction of primary schools in the most deprived rural areas. The first credit (US$11.0 million) in 1965 provided for the construction and equipping of 21 secondary schools  - 6 - (three were later deleted) and was completed in June 1975 (PCR-Credit 78-MOR, May 14, 1976; PPAR 1637, June 17, 1977). There were substantial delays in implementation due to poor project management in the early stages. Implementation was in the hands of part-time officials; weak decision-making capability and cumbersome disbursement procedures also contributed to the delays. The situation steadily improved following the creation of a separate, permanently staffed project unit as specified in the second Credit Agreement. 1.16 The second credit (US$8.5 million) in 1971 provided strong support for teacher training through the establishment of 7 teacher training institutes and the qualitative improvement of science and technical teaching through the provision of science laboratories for 6 general secondary schools, and equipment for 10 technical and 13 commercial schools. Construction and equipment were also provided in support of forestry training. The project was completed in 1979 (PCR-Credit 266-MOR, June 1981) after being extended nearly three years as a result of inadequate staffing of the Project Implementation Unit (PIU), delays in the acquisition and technical evaluation of sites and selection of qualified architects, and reduction of government budget allocations (effects of the energy crisis) during the early implementation stage. The third project (US$25.0 million) in 1976 continued support for manpower training, secondary education and teacher training, provided 47 primary schools to increase educational opportunities and assisted in the introduction of a more practical curriculum in primary schools. The implementation of the education and training components of this project are now proceeding satisfactorily (delays in the early stages were mainly attributable to non-payment by the Government of architectural firms for designs). 1.17 The fourth project (US$113.0 million) in 1979 will make a significant contribution to the long-term requirements for technical manpower in Morocco and an especially important contribution to the expansion of the higher education system. When completed (1985), the project will have expanded the enrollment capacity of Mohammedia Engineering College from 535 to 2,200, and provided a College of Applied Engineering and two Higher Institutes of Technology with an annual output of 750 higher level technicians. In addition, the project includes the construction and equipping of 11 technical secondary schools which will more than double current MOE capacity and a technical teacher training institute which will play a major role in supporting the expansion of technical education by providing 240 technical teachers a year or 77% of estimated annual average needs. In spite of an initial delay of 10 months, mainly the result of inadequate staffing and organization of the PIU, the implementation of this project is proceeding satisfactorily. 1.18 Bank experience in implementing the two completed projects, as well as the two ongoing ones, has indicated the need to; (a) ensure as adequate and complete a preparation of project components as possible prior to Board presentation; (b) monitor the technical assistance components closely from the very outset of the project implementation; (c) ensure that the PIU maintains an adequate and qualified staff; and (d) review constantly progress in processing of contract approvals and disbursement applications by the Ministry of Finance (MOF) to forestall delays. Consistent with this, the proposed  - 7- fifth project is at an advanced stage of preparation. The PIU is adequately st:affed and is operating satisfactorily, and i:he Ministry of Finance has recently adopted procedures to assure prompt payments and disbursements for Bank project items. 1.19 The proposed fifth education project (US$50.0 million) would continue the Bank's support for: (a) a more equitable provision of primary schools and improvement of the quality of instruction (begun in the third education project); and (b) assistance in improving the effectiveness of science teaching (first education project) through the development of a competent Moroccan teaching staff (second education project). 1.20 A possible follow-up project is likely to continue support for the Government's efforts to expand and diversify its vocational and technical training. Recent studies of the education and training sector will assist both the Bank and the Government to determine priority areas for development in terms of well-defined manpower requirement:s and priorities for possible Bank financial assistance. The proposed prolect includes financing of preinvestment studies and design work for components of a possible follow-up project. II. THE PROJECT Introduction 2.01 The proposed project was prepared by the Moroccan government, and resulted in part from preinvestment studies financed under the fourth education project. Bank preparation assistance missions visited Morocco in November 1979 and January 1980. The project was appraised by Messrs. B. A. Gagne (general educator, mission leader), M. Mahmoud (architect), C. Germanacos (general educator, consultant) and J. C. Jones (technical educator, consultant) and Ms. A. MacNamara (economist) during May 1980. The Government presented a list of four prepared items for Bank appraisal; (a) 40 rural primary schools, (b) 8 senior teachers' institutes, (c) a National Center for Scientific and National Research, and (d) the construction and equipping of 4 middle-level technical training schools. During the course of the appraisal, the Government also requested equipment (educational aids) for 700 primary schools. (See Summary of Project Design and Preparation, Annex 2.) The extended period since appraisal was partialLy caused by the discussion of these project items with the Government and partly by country issues, especially the Government's request to post-one negotiations until the Plan was finalized and approved. Objectives and Scope 2.02 The proposed project would assist the Government in implementing priority programs fully consistent with its Five-Year National Development Plan (1981-85). The project objectives are as follows; (a) to continue support for the Government's policy for a more balanced provision of primary education and meet more effectively the learning needs of rural children, particularly girls;  (b) to assist the Government in the provision of basic educational materials to primary schools to improve teaching effectiveness; and (c) to improve the quality of science and math teaching at the senior secondary level by training a competent Moroccan cadre of teacher trainers, developing the required training programs and expanding the capacity for teacher training. 2.03 The project is structured to address directly the major qualitative constraints limiting the effective development of the educational system. The three components are linked by their common objective of improving primary and secondary education, especially in math and science, thereby preparing students for further skill and professional training to meet the country's needs for middle and higher level manpower. Thus, the project seeks to increase access to primary education with special reference to disadvantaged areas, and to provide the means (educational aids), improve the effectiveness of teachers (primary), and ensure an adequate number of qualified science and math teachers and department heads (secondary) to effectively implement the revised curriculum. The number of primary schools to be constructed is determined by the capacity of the Project Implementation Unit to supervise construction in the remote areas designated for their location (para 2.06). The number of schools where educational aids will be distributed is determined by the rudimentary nature of the MOE's materials supply capability. 2.04 The project would comprise: (a) constructing, furnishing and equipping the institutions listed below; (b) provision of educational teaching/learning aids for 700 primary schools; and (c) technical assistance; Ci) related to the above (224 man/months of expert/consultant services and 369 man/months of fellowships); (ii) for project management support (60 man/months of expert/consultant services); and (iii) for preparation of preinvestment studies for future education projects. Estimated Estimated Accommodation Type Grades New Annual Annual Student Staff of Institution Places Intake Output Boarding Housing 40 Rural primary 1-5 8,000 1,600 1,400 - 240 schools 700 Primary schools (educational aids) 1-5 - - - - 4 Teacher training Post-graduate institutes (upper) (one-year) 1,300 1,300 1,200) secondary math General science ) and science teachers ) teachers) (4 years) 2,100 650 450) 3,840 20 Upgrading ) (two-year) 440 220 200)  -9- Forty Primary Schools 2.05 The proposed construction and equipping of 40 rural primary schools (grades 1-5) is a continuation of the program initiated as part of the third education project which includes; (a) the introduction of a more relevant curriculum focussing on simple manual skills and practical work including home economics, health and child care for girls; (b) scheduling more teaching periods for math and science; and (c) locatirg the schools in the more deprived rural areas. The new curriculum was field-tested in 120 schools (1979-80). The results were encouraging and demonstrated the interest and resourcefulness in improvisation of school directors, teachers and local education authorities when community participation and in-service training had preceded the effort. Consequently, the Government has decided to extend the program. A more comprehensive evaluation will be undertaken between 1982-85 and a report submitted to the Bank on the experience of the program under the third education project. The Government is particularly anxious to generalize the curriculum in urban as well as rural schools. 2.06 The proposed 40 schools would be located in 36 of the poorest administrative districts which have the lowest age-group enrollment ratios. Their location has been determined on the barsis of a school mapping exercise which includes existing and planned local school facilities in relation to the current and projected local school-age population. Sites for all of the proposed schools have been acquired and allocated to the MOE for use under the project. Although the remote areas selected for the schools pose certain construction difficulties, the experience with construction in remote sites under the third project establishes that the completion of the 40 primary schools during the project period is within the construction capacity of these areas. The impact in terms of providing criteria for site selection, facilities design and curricula adapted to thie needs of the local environment, including the education of girls, offers solutions to many of the problems constraining the equitable distribution (by region and sex) of educational opportunities and is considered of much greater value by the Government and the Bank than the number of places to be provided. Each school (200 pupils), would offer a full primary education and serve as a focal point for rural and community development. In addition to five classrooms, each school would have a health room and a multi-purpose (workshop) room which would also be used after school hours by the rural community for adult educational and health activities. To ensure adequate staffing in the disadvantaged rural areas where the schools would be located, housing at each school would be provided for six staff members. 2.07 The workshop would be used by primary students for simple manual skill training (boys) and home economics (girls). Tools and equipment and a plot of land suitable for basic farming would also be provided. The curriculum would include two hours a week fcr all pupils in the fourth and fifth grades, for practical educational activities, divided about equally between basic non-farm skills (metal and wocdwork for boys and home economics for girls) and farm skills, and a substantial increase over the five grades in the time allotments to math (about a 25% increase over the present curriculum) and to science (about a 300% increase). Inservice training is already being provided to teachers involved in the introduction of the program in their  - 10 - respective schools. Teams of trainers comprised of staff from the National Pedagogical Institute and local school inspectors are giving three week in-service courses to groups of 40 teachers (one male and one female teacher from each of 20 primary schools) at local administrative centers. Selected specialized staff have already been assigned to teacher training institutes where the practical activities curriculum has become an integral part of the teacher training program. 2.08 Twelve man/months of expert services of a curriculum specialist are provided to complete counterpart staff training in the practical activities program, to begin January 1, 1983. In addition, three fellowships of three man/months each would be provided for visits to curriculum development and textbook production centers abroad by the staff responsible for implementation of the practical activities program to supplement their training. The names of candidates and detailed arrangements for their fellowships would be submitted to the Bank by January 1, 1983. Basic Teaching/Learning Aids 2.09 To improve the quality of teaching and learning in the primary schools, the project would provide a standard package of educational aids to 700 primary schools. The package consists of educational aids such as maps, charts, dictionaries, blackboard instruments and a duplicator, normally accepted as essential in primary education. The package of aids has been prepared for an average school of 15 classes or about 600 pupils, at an estimated cost of $5,400 per school. The project would be the first phase of a government program to equip all primary schools with educational aids. The schools which are to receive the equipment are mainly in towns or large villages. The schools were selected so as to have maximum impact (about 30% of primary enrollments) while accommodating the introduction of the MOE's proposed distribution system. 2.10 The project aims at providing the teachers with the basic educational aids they require to apply concepts, instill learning skills and generally provide the catalyst needed to make the revised primary curriculum more meaningful and the teaching methodologies more effective and practical. The MOE has provided to the Bank a list of the schools selected to be included in the project. The system of distribution, control and storage to be used for the equipment would be established by January 1, 1983 and a report on its implementation submitted by the Government by January 1, 1986. Senior Secondary Teacher Training Institutes 2.11 The construction and equipping of four proposed senior secondary teacher training institutes (3,840 places) to be located at Casablanca, Fes, Agadir and Marrakech would help meet government requirements for senior secondary math and science teachers (Annex 3) and improve the quality of the instruction being provided in science and math in the secondary schools. The institutes would include three programs: (a) a one-year post-graduate program of pedagogical training for math and science graduates of Moroccan universities to produce master teachers and future heads of department; (b) a four-year general science teacher degree program for science/math baccalaureat holders; and (c) a two-year upgrading program for successful and experienced  - 11 - junior secondary teachers to qualify them to :each as general science/math teachers at the senior secondary level. The estimated annual output from each program would be 1,200, 450 and 200 respectively, for a total of 1,850 per year (of which about one-third would be female). While the proposed iTnstitutes do not meet the full demand for teachers, they represent the maximum core program of teacher training which can be implemented with the cadre of trainers available and under developnent. Given the flexible character of the facilities, output can be readily increased, in particular via the one-year post-graduate program. Inclusion of the three programs in each institute would ensure the maximum utilization of the cadre of teacher trainers which the project would continue to develop as well as of the facilities and permit flexibility of intake according to the availability of applicants (post-graduates and/or post-secondary). Included in the teacher training institutes will be dormitory housing for all the student teachers, as well as housing for key resident staff. The housing for student teachers is considered an important inducement for the intensive training to be provided in the institutes; operating costs of the dormitories will be entirely self-financed through boarding fee payments made from the salaries received by the student teachers. 2.12 Appropriate secondary science and math programs with adequate provision for practical work have been prepared but can be effected only when qualified teachers are available. The institutes would offer options in natural sciences, chemistry, physics and matt., with specific provision for a pedagogical training component. The equipmernt list required for the programs has been prepared by a committee specifically appointed in the MOE for the task and has been submitted to the Bank for review and comment. 2.13 Achievement of the qualitative objectives of this component depends on the development of a highly qualified and experienced Moroccan teacher training staff (50 per institute) and effective teacher training programs of a standard acceptable to the Bank. Technical assistance (212 man/months of experts and 360 man/months of fellowships--see Annex 1, Schedule 1, Page 4) is included in the project to supplement, in specialized pedagogical fields, the post-graduate program designed by the University Faculty of Education, Rabat, to prepare staff to teach in the institutes and to develop training programs. Experts will be engaged by January 1, 1983 to help prepare the training programs and to assist in the training of future Moroccan teacher trainers. .To assure the successful completion of these tasks, the Directorate of Technical Education in the MOE has developed an exchange program with Canadian universities for expert services and training. A detailed description of the training programs would be submitted to the 3ank for review and comment by September 1, 1984. The profiles, terms of reference and recruitment schedules of the experts required to develop the teacher training programs of the teacher training institutes will be submitted for Bank review. The 26 fellowships (360 man/months) are to be providled for experienced and successful secondary teachers for post-graduate studies to be undertaken in specialized pedagogical fields specifically related to the needs of the institutes and not available within Morocco. Names of candidates and detailed arrangements for itheir fellowships would be submitted to the 3ank by January 1, 1983. The job descriptions for the future teacher training staff will be approved by the Bank and the staff recruited by January 1, 1383.  - 12 - Technical Assistance (TA) 2.14 To ensure the success of the teacher training component of the project and attainment of its qualitative objectives, related technical assistance (TA), 212 man/months of experts and 360 man/months of fellowships has been included for staff and program development (para 2.13). In addition, the proposed project includes TA for the PIU and the completion of actions related to the primary practical activities curriculum. To ensure the PIU'S capacity to manage the proposed project, in addition to the ongoing third and fourth education projects, 24 man-months of TA will be provided to extend the contract of a senior architect from July 1,1985 and 36 man-months for the services of engineers or consultants to strengthen the procurement capability of the PIU who would be recruited by January 1, 1983. Also short training courses and short term fellowships would be provided to selected PIU staff. To complete the training of the Moroccan staff responsible for the primary curriculum, 12 man-months of expert services and 9 man-months of fellowships are being provided. To ensure that future projects are carried to an advanced stage of preparation (final tender documents for civil works and equipment and negotiated agreements for specialist services), the project makes provision for financing special studies, and architectural and other consultant fees for an estimated US$2.8 million (net of contingencies). All study proposals, principals, terms of reference and calendars of implementation would be submitted to the Bank for comment and approval.  - 13 - III. PROJECT COSTS, FINANCING, IM4PLEMENTATION AND DISBURSEMENTS Project Cost 3.01 Total project cost is estimated at DH 501.3 million or about US$94.5 million, of which US$50.0 million is foreigrL exchange. The breakdown of estimated costs by main project items is as follows; % of DH Millions US$ Millions Baseline Local Foreign TotaL Local Foreign Total Costs Construction, equipment, furniture and TA: 40 primary schools 49.4 39.1 88.5 9.3 7.4 16.7 25.1 4 senior secondary teachers'institutes 113.3 113.0 226.3 21.4 21.3 42.7 64.2 Teaching aids; 700 primary schools 2.0 18.2 20.2 0.4 3.4 3.8 5.7 Technical assistance for the Project Implementation Unit 0.6 2.4 3.0 0.1 0.4 0.5 0.8 Preinvestment studies/preparation 2.9 11.7 14.6 0.5 2.3 2.8 4.2 Baseline cost 168.2 184.4 352.6 31.7 34.8 66.5 100.0 Contingencies: Physical 16.5 17.1 33.6 3.1 3.2 6.3 9.5 Price escalation 51.7 59.7 111. 9.7 11.3 21.0 31.6 Subtotal 68.2 76.8 145.0 12.8 14.5 27.3 41.1 Front-end fee - 3.7 3.7 - 0.7 0.7 1.1 Total project cost 236.4 264.9 501.3 44.5 50.0 94.5 e~~~~cs  - 14 - 3.02 A breakdown of estimated project costs into local and foreign cost elements by categories of expenditure is summarized as follows; % of DH Millions US$ Millions Baseline Local Foreign Total Local Foreign Total Costs Construction: Academic & communal facilities 75.8 54.9 130.7 14.3 10.4 24.7 37.1 Boarding 48.1 34.9 83.0 9.1 6.6 15.7 23.6 Staff housing 18.6 13.4 32.0 3.5 2.5 6.0 9.0 Professional services 10.2 2.1 12.3 1.9 0.4 2.3 3.4 Subtotal 152.7 105.3 258.0 28.8 19.9 48.7 73.1 Furniture 4.4 12.1 16.5 0.8 2.3 3.1 4.7 Equipment 4.6 41.2 45.8 0.9 7.7 8.6 13.0 Subtotal 9.0 53.3 62.3 1.7 10.0 11.7 17.7 Technical assistance 6.5 25.8 32.3 1.2 4.9 6.1 9.2 Baseline cost 168.2 184.4 352.6 31.7 34.8 66.5 100.0 Contingencies; Physical 16.5 17.1 33.6 3.1 3.2 6.3 9.5 Price escalation 51.7 59.7 111.4 9.7 11.3 21.0 31.6 Subtotal 68.2 76.8 145.0 12.8 14.5 27.3 41.1 Front-end fee - 3.7 3.7 - 0.7 0.7 1.1 Total project cost 236.4 264.9 501.3 44.5 50.0 94.5 3.03 Basis of Cost Estimates. Costs exclude any identifiable taxes, and educational materials and equipment in Morocco are exempt from import duties. Civil works costs for the proposed project are estimated on the basis of unit prices derived from current contracts and detailed estimates of other projects of similar character, and were adjusted for regional cost differences. These unit prices compare favorably to current MOE prices and Bank norms. Furniture and equipment costs are based on current CIF unit prices and adjusted upward to include local transportation and installation. Costs of the TA component are based on prevailing international costs of specialists and of fellowships; (a) average cost per man-month of about US$8,650 for experts, and (b) of US$2,290 for fellowships, for which 80% would be foreign exchange cost. Baseline cost estimates have been adjusted to reflect prices at the time of negotiations.  - 15 - 3.04 Contingency Allowance. The project cost includes a contingency allowance for unforeseen physical conditions equal to 10% of the estimated cost of civil works, professional services, and furniture and equipment, and 5% of the estimated cost of TA. It also includes price escalation contingencies calculated for the period beginning at negotiations and in accordance with an appropriate schedule of implementation (Annex l, Schedule 1). In view of the differences in the prevai:Ling rates of price escalation for local and international market prices, escalation contingencies were estimated separately for local and foreign costs. For foreign costs, price escalation is calculated on the basis of annual international price increases in USt of 8.0% for 1982 and 1983, 7.5% for 1934, 7.0% for 1985 and 6.0% for 1986 and 1987. Domestic cost increases are estimated as 8.0% from 1982 through 1987 (Annex 1, Table 3). Prices are expected to increase during the project implementation period by a weighted total of 26.1% for civil works, 28.7% for professional services, 38.1% for furniture, 38.7% for equipment, and 30.9% for TA. Accordingly, aggregated price increases are estimated at 28.8% of baseline costs plus physical contingencies. Total contingencies are estimated to be about 41.1% of baseline costs. 3.05 Foreign Exchange Component. The estimated foreign exchange component is US$50.0 million equivalent or 52.9% of the total project cost. The calculation of the foreign exchange component is based on the assumption that; (a) all civil works and almost all professional services will be awarded to local or mixed (Moroccan/foreign) firms; (b) all equipment will be directly imported; and (c) about 70% of the furniture will be awarded to foreign suppliers. The resulting foreign exchange content of each category of expenditure is as follows; (i) civil works, 42%; (ii) furniture, 73%; (iii) equipment, 90%; (iv) consultant architects' fees, 18%; and (v) technical assistance, 80%.  - 16 - Project Financing 3.06 The proposed loan of US$50.0 million would finance 100% of the total estimated foreign exchange cost of the project. The Government would finance the balance of the total project costs. The proposed financing plan is summarized below; Government IBRD Total US$ x of US$ % of US$ % of million financing million financing million total Construction 26.9 58 19.5 42 46.4 49.1 Furniture 0.8 27 2.3 73 3.1 3.3 Equipment 0.9 10 7.7 90 8.6 9.1 Professional services 1.9 82 0.4 18 2.3 2.4 Technical assistance 1.2 20 4.9 80 6.1 6.5 Baseline cost 31.7 48 34.8 52 66.5 70.4 Contingencies: Physical 3.1 49 3.2 51 6.3 6.7 Price increase 9.7 46 11.3 54 21.0 22.2 Subtotal 12.8 46 14.5 54 27.3 28.9 Front-end fee - - 0.7 100 0.7 0.7 Total project cost 44.5 47 50.0 53 94.5 100.0 Recurrent Costs 3.07 When fully operational in 1988, the project institutions are estimated to generate DH 99 million in additional annual recurrent costs, constituting about 1.2 percent of projected public recurrent education expenditures. This modest increase in recurrent costs is reasonable, and is not considered likely to constitute a recurrent cost burden when the project institutions are operational. Moreover, the projected overall level of recurrent costs of education is considered reasonable and sustainable, provided that GDP continues to grow at a reasonable rate. In that situation, recurrent costs for all Ministry of Education facilities are projected to decline from 25.9 percent of total government recurrent costs in 1981 to 22.2 percent in 1985. Recurrent costs of education could pose an eventual financing problem, however, if the rate of GDP growth were to decline significantly or if the Government's claim on resources for other uses were to increase disproportionately in the future. In any case, future developments  - 17 - which might affect the Government's ability to support the projected level of education and training expenditures are not expected to affect the proposed project items. All the project items are fully provided for in the recently adopted five-year budget law and the Government has specifically affirmed that the Bank project items would not be affected by any possible future budgetary revisions. Implementation 3.08 Administration. The PIU in the MOE, which currently manages the execution of the third and fourth education projects, will be responsible for the overall implementation of the fifth project. Because of the additional workload, the PIU has been strengthened by the appointment of three architect/engineers, by assistance in supervision by the local education authorities in rural areas, and by the provision of necessary equipment for offices and transportation. Consequently, the Bank is satisfied that the PIU is adequately staffed to implement the proposed project. To ensure continuity and strengthen the procurement capacity of the PIU over the project period, the project provides funds for five man/years of TA which will extend the senior architect's contract into 1987 and provide qualified engineers or consultants to strengthen procurement services (para 2.14). The Government has provided assurances that other staff of the PIU will be maintained at the current level for the duration of the project. The Director of Teacher Training in the MOE will be directly responsible for the implementation of the technical assistance component related to the staff and program development in the teacher training institutes. 3.09 The construction, furnishing and equipping of all schools is sche- duled to be completed by October 1986, and *:he TA component would be completed by September 1987 (Annex 1, Schedule 1). Tais schedule is considered to be reasonable and within the capability of the Government and contractors. To allow sufficient time for submission of the final withdrawal applications, the Closing Date would be March 31, 1988. Given the project's advanced stage of preparation, the disbursement period (six years) is estimated to be 1-1/2 years shorter than the current average for Bank education projects in the EMENA region. 3.10 Critical Activities. The critical, activities in project implementation and the expected completion dates are indicated in the following table. Such dates are achievable with the proposed project management arrangements, and would serve as a basis for project implementation monitoring.  - 18 - List of Critical Activities Senior Secondary Primary Schools Teacher 40 New Equipping Training Schools 700 Institutes Civil Works; Completion site surveys Nov 80 Nov 80 Completion of preliminary drawings May 81 May 81 Completion of construction drawings Nov 81 Nov 81 Specifications and bidding Apr 82 (batch of 20) Apr 82 documents Nov 82 (batch of 20) Award of contracts Jun 83 (batch of 14) Jun 83 Nov 83 (batch of 13) Mar 84 (batch of 13) Start of construction Jul 83 (batch of 14) Jul 83 Dec 83 (batch of 13) Apr 84 (batch of 13) Completion of construction Jan 85 (batch of 14) May 86 Jun 85 (batch of 13) Oct 85 (batch of 13) Furniture and Equipment; Completion of preliminary lists Nov 81 Nov 81 Nov 81 Completion of final lists Feb 82 Feb 82 Jan 82 Specifications and bidding documents M4ar 82 Dec 82 Apr 83 Award of contracts Dec 83 Mar 83 Jul 84 Completion of delivery and installation (all batches) Apr 86 Oct 83 Oct 86 Technical Assistance: Commencement Sep 82 (see Annex 1, Schedule 1, page 3) Completion Sep 87  - 19 - 3.11 Civil Works. Consultant architects financed by the proceeds of the fourth education project have developed preliminary designs of all the items in the fifth project and the Bank has reviewed and approved these designs. The final construction drawings and bid documents for the 4 senior secondary teacher training institutes and 20 primary schools out of 40 schools are ready for international competitive bidding. The bid documents for the remaining 20 primary schools will be ready by November 1982. 3.12 Sites. The Government has selected sites for all project institutions (40 rural primary schools, 4 senior secondary teacher training institutes) according to norms agreeable to t:he Bank. The majority of sites hwave public utilities (water, electricity, anid sewerage) readily available. The cost of land acquisition would be borne by the Government and is not included in the project. However, the Government's assurance, satisfactory to the Bank, that all sites have been acquired and allocated to the Ministry of Education for construction has been given to the Bank at negotiations. 3.13 Equipment Lists. The lists prepared by consultants for the primary schools of the third project will be used for the proposed 40 primary schools. The lists of equipment required for the 700 primary schools qualifying for assistance under the project are prepared and an understanding was reached during negotiations that the Government will use the services of an international agency for the procurement Df this equipment. The detailed Lists for the equipment for the senior secondary teacher training institutes were reviewed during negotiations and draft tender documents would be submitted to the Bank by March 31, 1983. 3.14 Procurement. Forty primary schools which are of small size (estimated average contract size US$0.50 million per school) and are to be located in rural areas, would be grouped according to locations and would be awarded according to international competitive bidding. Civil works contracts for the senior secondary teacher training institutes (estimated at US$44.1 million) which are located in readily accessible sites, would be awarded through international competitive bidding. 3.15 Detailed lists and specifications of furniture and equipment would be presented to the Bank for review and approval prior to procurement. Furniture and equipment items (amounting to US$18.0 million including contingencies) would be grouped, to the extent possible, in large packages to permit bulk procurement. Contracts for furniture and equipment in excess of US$200,000 would be awarded in accordance with the Bank's guidelines for ICB. Small items or groups of items, estimated to cost less than the above figure or items of specialized nature, for which ICB vould not be practical and items which must be compatible with other equipmernt procured under ICB, would be procured under normal government procedures satisfactory to the Bank and would include to the extent possible, quotations from at least three manufacturers or suppliers; the total value of furniture and equipment so procured would not exceed an aggregate total of US$1.5 million or about 8.3% of estimated equipment and furniture costs including contingency allowances. For the purpose of comparing foreign and local bids under ICB, local manufacturers of furniture and equipment would be allowed a margin of preference equal to the existing rate of customs duties applicable to competing imports or 15% of the CIF price, whichever is lower. Draft tender and contract documents for furniture and equipment would be forwarded, on completion, for Bank review and approval; Bank approval of tender evaluation documents would be required prior  - 20 - to the award of all contracts for furniture and equipment under ICB and for all civil works contracts. Bank reimbursement of all other contracts would be contingent upon Bank approval of tender evaluation documents subsequent to contract awards. Disbursements 3.16 Disbursements (Annex 1, Schedule 2) would be fully documented and would be made on the basis of; (a) civil works (US$24.7 million); 42% of total expenditures (b) furniture and equipment (US$14.4 million): (i) directly imported 100% of foreign expenditures (ii) locally manufactured 100% of ex-factory cost (iii) locally procured (off-the-shelf) 85% of local expenditures (c) professional services (US$0.5 million): 18% of total expenditures (d) technical assistance: (i) consultants (US$2.7 million) 80% of total expenditures (ii) fellowships (US$0.9 million) 100% of foreign expenditures (iii) preinvestment studies (US$2.9 million) 80% of total expenditures US$3.2 million would be earmarked for unallocated. Accounts and Auditing 3.17 The PIU has recently introduced a more efficient accounting system and increased its accounting staff. The PIU can now produce on demand updated accounts and relevant statements pertaining to different categories of project expenditures. The Authorization Department of the MOF is responsible for controlling all PIU financial commitments through approval of contracts and allocation and transfer of funds. The Capital Investment Division (Division du Budget d'Equipement) of the MOF processes applications for Bank disbursements. The Moroccan Government has a central auditing department (L'Inspection Generale des Finances) which audits all government accounts and prepares an annual report. So far, the PIU has had no independent annual audit of its accounts. During negotiations, the Government provided assurances that; (a) the PIU's accounts and financial statements for each fiscal year will be audited in accordance with appropriate auditing principles consistently applied, by auditors from the Government's central auditing department; and (b) henceforth, the Government will furnish to the Bank, as soon as available, but in any case not later than six months after the end of each fiscal year, certified copies of the project's financial statements and audit report.  - 21 - IV. BENEFITS AND RISKS Benefits 4.01 The main benefits expected to accrue from the implementation of the proposed project are as follows; (a) improvement of access to and quality of primary education through an addition to the number of places available to primary school-age children, especially girls, in the nore disadvantaged rural areas of the country in schools better adapted to the new primary curriculum and to community development use; (b) the provision of basic educational materials for primary schools to improve the quality of learning and. effectiveness of teaching; (c) the establishment of increased capacity to train Moroccan senior secondary teachers in the critical subject areas of science and math, thereby supporting the expansion and qualitative improvement of the science/math option in the senior ;econdary schools. This will enhance the development of higher 'Level scientific and technological manpower and the creation of a spe,ialist cadre of Moroccan secondary teacher trainers. Risks 4.02 Experience with previous projects has shown that variations over time in PIU staffing have contributed to delays in project execution. The PIU, currently managing the implementation of the third and fourth education projects, has been provided with an adequate staff of architects, engineers, and accountants. To ensure its capacity tc assume the execution of the fifth project, provision has been made for a qualified procurement officer or consultants to be added to the staff. It is imperative that the PIU's staff strength be monitored closely by the Bank through semestrial reports and supervision missions. 4.03 Development of appropriate curricula and inservice training programs for the senior secondary teacher training Lnstitutes is an essential condition for the success of the project. Thus, teclnical assistance for curriculum development and instructor training must be scrupulously supervised from the outset of the project.  - 22 - V. AGREEMENTS REACHED AND RECOMMENDATION 5.01 At negotiations the following implementation actions and documents were presented to the Bank: (a) acquisition and allocation to MOE of sites for all project institutions (para. 3.12); (b) detailed equipment lists with specifications for the teacher training institutes (para. 2.12); and (c) a list of the primary schools selected to be provided with educational equipment as well as a description of the system to be adopted for the distribution, control and storage of the equipment (para. 2.10). 5.02 Agreements were reached on the following; (a) in order to permit completion of counterpart staff training for implementation of the primary practical activities curriculum, a curriculum specialist is to be engaged for this purpose by January 1, 1983 (para. 2.08); (b) names of candidates and detailed arrangements for fellowships for staff responsible for implementation of the primary practical activities program would be submitted to the Bank by January 1, 1983 (para. 2.08); (c) a system of distribution, control and storage for the basic teaching/learning aids for 700 primary schools would be established by January 1, 1983 and a report on its implementation submitted by the Government by January 1, 1986 (para. 2.10); (d) to help prepare the training programs for the senior secondary teacher training institutes, experts will be hired by January 1, 1983 and a detailed description of the training programs submitted to the Bank for review and comment by September 1, 1984 (para. 2.13); (e) names of candidates and detailed arrangements for fellowships for staff of the senior secondary teacher training institutes would be submitted to the Bank by January 1, 1983. Job descriptions for the future teacher training staff will be approved by the Bank and this staff recruited by January 1, 1983 (para. 2.13); (f) to ensure the PIU's capacity to manage the project, the senior architect's contract will be extended from July 1, 1985, and engineers or consultants would be recruited by January 1, 1983 to strengthen its procurement capability (para. 2.14); other staff of the PIU will be maintained at the current level for the duration of the project (para. 3.08); (g) draft tender documents for the equipment for the senior secondary teacher training institutes would be submitted to the Bank by March 31, 1983 (para. 3.13); and (h) project accounts would be audited annually by MOF auditors and the audit report submitted to the Bank within six months of the end of each fiscal year (para. 3.17).  - 23 - 5.03 As a condition for Board Presentation, the Government has submitted to the Bank for review the final construction drawings and bid documents for the four teacher training institutes and 20 primary schools. Site plans for the remaining 20 schools have been reviewed by the Bank; an understanding was reached that final construction drawings and b:-d documents for these schools will be completed by November 30, 1982 (para. 3.11). An understanding was also reached that the Government will use the services of an international agency for the procurement of the instructionaL materials for the 700 primary schools (para. 3.13). 5.04 Subject to the above assurances, the project provides a suitable basis for a Bank loan of US$50.0 million to the Kingdom of Morocco for a term of 17 years, including a grace period of 4 years. r  MOROCCO V STRUCTURE OF THE EDUCATION AND TRAINING SYSTEM Primary Education Secondary Education Higher Education Lower Cycle Upper Cycle I~ l l l I l-T-- 1 I 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 1 6 12 18 19 School of Engineering Faculty of Letters General Lycees Faculty of Social Science & Law -Bac- Science Faculty of Science m _ C E P ~ ~ ~ ~ ~~~EP 6 7 -CES-A S |_ Art Faculty of Medicine Technical Lycees 11 , { -DT Faculty of Muslim Law & Theology Artisanat Vocational Training Training Jobs Jobs Institute of Agronomy & Vet. Science 40 Higher Techrnical Institutes Primary Teacher Training Technicians 13 2 Secondary Teacher Training CPR BAC: Baccalaureat CEP: Primary Leaving Certificate CES: Secondary Leaving Certificate CPR: Teacher Training College (Lower Secondary) DT: Technical Diploma 1 2 3 ENS: Teacher Training Institute ParaMedical Previous Bank Assisted Project Action Hotel Management Actual Project Action |rf JOBS I October 1981 World Bank -21794  25 CONF'ARATIVE EDUCA7 [ON INDICATORS A
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1 33 23 65 9- 37 7 66 32 'O 0ox SWAZlLANI, 7 2 49 2: IANZANIA 7 1 230 6.8 NW II.3K 43 19 ilt) 66F 96 87 sa 1 .IF 4 20 tj 0.3a 4 320M i 3 ?G 30 28 21 le 74 44 2.0 1:001) 7 I.,. 5. .W I, 40 5B 13'.36 ", - 0 TLINI SIA ?9 6:4. I,l'.'ON
9 . LI 16:9 41 36DY "'ODY 62 A IOoxy 8 0 39DY 12.13 30 30 30 6.00 L;6ANI 2. 4 3 34DY 411 25, 13 ... 34 ,:5, 14A 6XBY 21A 0 56-0 PPER VOL PA 7Y 5e'H 1'6"0) 11 3.4W 31 16 5 13 23 51 S l? 2 25 1:0 7AIRE 76 2(' OH 40 6 ... 49 26 25 5 BIS 44 42 2O.OA 41 3 27 1 oox ZAMBIA so 57 540 5I, 11.1L 4
23 2 44 95 80 48 12:5, 19 16 22 1:511 Z 1 O. IMBAE-WE 81 :7 700 6, 19.5 62 32 6 74 90 55 39 20 0 B5 5 23 0 50 AMERICA AND IHE CARIBBEAN HALIAMASS 75, O::, 6.11'N 23.11I 36 36 it 93 99 97 24 ... 97 75 19 ...

ARBADO,,,A 76 0.2 12,080H 8iw 21 7K 43 31 16 99 106X ?g 21 19 9F 9? ?4X 17 80 2'.1 I 810 84 38 1 40 27 33 90 93 77 3
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63 14 24 7:00 'L I, X 9
i 7Y 4 64 4 0 4 27 62 BB 3P 3 41 23 7 00 ALVADOR H 19.31- 3 0 5 - 14 4 64 26 3 69 8 25 4.09Y GUATEMALA 7.3 6,6H 91,50H I9 12.6K 5 211 5 ... IIAITI B( 5.0 260 3.4v ... 65 9 6 23 50 2 4i 1-?.O 62F 4F 27 0.a N .- I F 1 5 HO DtIRAE! 78 3 4 480 4 2F 17.8K 62F 5 9F 6DE 78 30 3 12.8"F 6B 11 17 4 00 JA AICA 8( 2. 1, K 18.4ti 3 4 2 98 6S 7 3 D 9( B 40 2 3 95 81 22 a00 I( CO 1, 3 1 3 44 9 i 86 56 17 1030 HE r 80 674 FILL) I LI 18.76 46 9 t, I
518 5 NILARAOUA 7EI 1-1 660 3-0. 16.91 61. 1 0 1-i L' 9(L 61 24 44 7.3L, ?3D 4L 37 7.OOD PAN 7B i.EL 1, 260 5.4 1

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1 90 91 30 10.5
49 62 24 SOUTH AM[ RI (
A ARGENTINA 76 26.7 1,910 4.4 8.3K 43G 31F IB13 93 89 F2 I? 87. 31 G 23 00 BOLIVIA 76 5 I 5H blOPI 5.(W 30.5K 42L 81)r 9 c 24 B BRAZIL 7 5, I 1 9. hH I 51. OF 2 . a G w 6. K 4 21, 2011 226 64A 66P "?BY - ... 26F 15BY 6 OOA CHILL 7f, 10.7H 1,4/0H 3.URY 13.OH 23Y 1

Y 50Y ;I- ll?xy ... 35Y 8"'A 4OXY 16:55Y B COLOM IA 8:)) 26:/ 1, 1801. 3_4F. 25 35 2, 20 78 36 3- 6.6 47 fj R. 1,, I I ECUAL, a 8 4 l69 6:0 45 3 16 81 or, 4D 36 2.6 86 47 16 2B:70 A 4 H H N _, B U 'y 6UYAN 7 0 H 560 5 14 47 3 14 9 3
33 9BR 19 24 1 00 PARAGUAY 79 _3.0 9,10H I.4 12.6K 4" 17 20 84 71 3- 20 3.I 7r, 12 7:00 'FRLI 7!,16.Et EL 6 H 4.2Cy 4y 2'y I Iy t, y 1 ,A
11 Cy I 8, F R" I.I.LL 0 72 ilixy 38 39 111 70 48xy - 4 41Y 20 93 24 23 io URUGUAY 7, ". 9H I,Y 9"H 9.41, 4" 34 94 x I . r 83 VENEZULIA 73 1 4. Oli 2, 1450H 4. 61, IS.", 300 2814 3t, I
7/A el 33 ... 33 1
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3cy  COMPARATIVE EDJUCATION INDICATOR'S 1C0NT0) Annaz 1 - ~~~~~~~~~~Table 1 APRIL. 15, 1982 * . . ~~~: CENTRAL:. GOVT. I , ,. ,. G NP/ I EXP. ON: S OP PUBLIC : : IFIRI .: RECURRENT SE ,36 t. CAPEITA: 1EDU. AS: EDUCATION . :LITER- P RI. ICOMF'LE- :SrL- :UNIT CI)STIPROOE(ESS--: Si:C. .:!TLJ--:III.OHER:: AT 1 :11 TTL. : RECURRENT :ACY ENOETO DNAPI.E):INRT :ENROLL:[tENTSIENROWLL: * MARKEIT 1 GNP :CENTRAI_EXP ALLOCATED: RATE :6AT10 :RATE FOR:PE`R :AS % BNP/:'FROIM F'RI. :RATIO F FR 68A 1)i POP, IPFRICESI DEVOTEE: GOVT. I D 11 % oF I NET 1881 *SCH, ITEACHI CAPlITA ' TO SEC. NE I F Si n - C 1,9119> YN M 1LLtE . : 1(U5*1: Ti)